
















LIBRARY OF CONGRESS. 
3T8T 

Shelf., H-3 



UNITED STATES OF AMERICA. 




A 



-^_- 



Perfect Memory; 

HOW TO ATTAIN IT. 



COMPRISING THE PRACTICAL POINTS OF NUMEROUS 
MEMORY SYSTEMS; WITH VALUABLE HINTS 
FOR STRENGTHENING AND CON- 
FIRMING THE MEMORY. 



COMPILED BY 

CHARLES HARTLEY. 



AMERICAN EDITION, REVISED AND ENLARGED. 



By JOHN A. SHEDD, 

AUTHOB OF "SHEDD'S NATUBAL MEMORY METHOD" 



Copyrighted, 1S80. 




New Yobk : ^ Ql < 

THE TEACHERS' PUBLISHING COMPANY, 
No. 6 Clinton Place. 

1889. 






ft\ 






7 



Ou 



PREFACE. 



The great interest manifested in the training of memory, 
together with the lack of a popular hand-book upon the 
subject, are the reasons for the publication of this little 
work. 

To arouse curiosity, awaken interest, and thus secure at- 
tention, are important means toward the acquirement of a 
good memory. These will be found to be the principal 
means employed in the various ingenious devices which 
have been invented to aid the memory, a few of which this 
work describes. From the suggestions which this work 
offers, the ingenious teacher can devise many interesting 
exercises, combining recreation with information. 

But one phase of the subject is here presented ; it is in- 
tended to supplement, not to supplant, other works ; it does 
not teach mental philosophy, yet no teacher should expect 
to be successful unless first fully conversant with the funda- 
mental, physical, and mental principles of memory. 

J, A. Shkdd. 

New York, Sept. 1889. 



CHAPTER I. 
THE MEMORY. 

Memory is the power of retaining impressions 
made through the senses, and of re- 
viving them afterwards without the origi- Memoryi 
nals, and by mental forces alone. 

We are said to remember anything when the 
idea of it arises in the mind, with a consciousness, 
at the same time, that we have had this idea 
before. Our memory is our natural power of 
retaining what we learn, and of recalling it on 
every occasion. The memory is the foundation 
and store-house of all knowledge. 

There is a distinction between remembering 
and recollecting, which, though not always ob- 
served in conversation, it is yet worth 
while to notice. The ideas that are re- R emem- 
membered either come into the mind 
without any effort on the part of the per- tion 
son remembering, or with such effort. 
In the first case the person is more properly said to 
remember; in the second to recollect. The effort of 
recollection may be generally described as con- 
sisting in seeking out for different ideas which are 



THE MEMORY 



likely to recall, by any of the ordinary modes oi 
association, the desired idea. 

"We are" writes a distinguished American 
scholar, " in too great danger of neglecting the 
memory. It is too valuable to be neg- 
vaiue of a lected, for by it wonders are sometimes 
good mem- accomplished. He who has a memory 
ory * that can seize with an iron grasp, and re- 

tain what Jie reads (the ideas simply, with- 
out the language) and a judgment to compare and 
balance, will scarcely fail of being distinguished. 
Many are afraid of strengthening the memory, lest 
it should destroy their inducement and power to 
originate ideas — lest the light should be altogether 
borrowed light. The danger does not seem tome 
to be very great: especially since I have noticed, 
that those who are so fearful of employing this 
faculty are by no means to be envied for their 
originality. If, then, there is not so much of 
originality in men and in books as you at first 
suppose, it follows, t hat memory is th e grand 
instrument of conveying knowledge from one man 
to another. Its cultivation is of the highest 
importance." 

Various arts and devices have been propounded 
from time to time for aiding our recollection in the 
various kinds of knowledge, for even the strongest 
memory often cannot preserve a clear arrange- 
ment and remembrance of all its stores, but a very 
great part of them falls into confusion, and then, 
with many, into oblivion. 

Mnemonics (pronounced ne-mon-icks, and de- 



THE MEMORY 



rived from the Greek mrfeme, memory), or the 
art of memory, is the name of the science 
which shows how the memory may be Sc i e nceof 
assisted. It has puzzled the talent Mnemonics, 
of man for ages to improve this great 
and most important faculty. It is said of Thot, 
King of Egypt, that when he heard of the in- 
vention of writing, he disapproved of it, because 
he said It would weaken the natural force of mem- 
ory, and he was doubtless right; but, then, it 
more than supplies the loss which it occasions by 
the immense amount and variety of the knowledge 
which it stores up. That very amount and variety, 
however, has now become, by the invention of 
printing, very perplexing, and it is more than ever 
necessary to help and strengthen the memory, in 
order to make good use of the accumulated knowl- 
edge of past generations, as well as of the fresh 
discoveries of the present time. 

The truth is, people do not exercise their mem- 
ories as they exercise their limbs in sports, or in 
their various trades and crafts. No 
system of artificial memory will en- ^ e e ^g e 
able a speaker or hearer to recol- 
lect a long discourse without some difficulty, 
or to master the principles or rules of a science 
without some study and application; but mne- 
monics are useful to an extent — chiefly for dates, 
and some other matters involving figures. 

A memory carefully developed, skilfully trained 
and improved, and strengthened by regular exer- 
cise, is most useful and valuable for all branches of 



THE MEMORY 



learning and the business of common life. The 
great point is to improve and strengthen the natu- 
ral memory, and, at the same time, to use all the 
practical helps of which we can avail ourselves. 

Many persons consider the machinery of most 
memory systems as difficult to acquire, to remem- 
ber, and to practice, when required, especially on 
the spur of the moment, as to fix the matter in the 
memory by sheer force of repetition. It is, in fact, 
learning two things instead of one. But it will be 
interesting, as it is desirable also, to give the 
reader a brief account of the supposed origin of 
the art and of the chief systems. 




*^p»£)£^* 



CHAPTER II. 
ORIGIN OF MNEMONICS. 

The original inventor of Mnemonics was the 
Greek poet Simonides, who lived in the fifth cen- 
tury before Christ. At a feast he recited simonides 
a poem in honor of Scopas, victor in the Greek « 
wrestling at the Olympic games, who gave the 
entertainment ; but having digressed in praise of 
Castor and Pollux, his patron would pay only half 
the sum promised, saying he must get the other 
part from those deities who had an equal share in 
his performance. Immediately after, Simonides 
was told that two young men on white horses must 
needs speak with him. He had scarce got out of 
the house when the room fell down ; all the per- 
sons in it were killed, and their bodies so mangled 
that they could not be known one from the other, 
upon which Simonides, recollecting the place where 
every one had sat, by that means distinguished 
them. Hence it came to be observed, that to fix a 
number of places in the mind, in a certain order, 
was a help to the memory. This action of Simon- 
ides was afterwards improved into an art. 



ORIGIN OF MNEMONICS 



As described by Quintilian, it is in substance as 
follows : You choose a very spacious and diversely 
Topical arranged place, or a large house, for in- 
Memory. stance, divided into several apartments. 
You impress on the mind, with care, whatever is 
remarkable in it ; so that the mind may run through 
all the parts without hesitation and delay. Then, 
if you have to remember a series of ideas, you place 
the first in the hall, the second in the parlor, and so 
on with the rest, going over the windows, the cham- 
bers, to the statues and several objects. Then, 
when you wish to recall the succession, you com- 
mence going over the house in the order fixed, and 
in connection with each apartment, you will find the 
idea that you attached to it. The principal of the 
method is, that it is more easy for the mind to asso- 
ciate a thought with a well-known place, than to 
associate the same thought with the next thought, 
without any medium whatever. 

Many images of living creatures, or any other 
sensible objects, most likely to be soonest revived 
in the memory, were to be impressed on the mind. 
These, like hieroglyphics, were to stand to de- 
note an equal number of other words, not otherwise 
so easily to be remembered. When, therefore, a 
number of things were to be remembered in a cer- 
tain order, these images were to be placed regu- 
larly in the several parts of the building ; and thus, 
by going over those parts, the images placed in 
them would be revived in the mind ; which would 
give the things, or words themselves, in the desired 
order. The advantage of the images were supposed 



ORIGIN OF MNEMONICS 



to be, that, as they were more likely to affect the 
imagination than the words, they would be more 
easily remembered — an anchor representing navi- 
gation, a lion strength, &c. The Grecian orators 
also made use of the statues, paintings, ornaments, 
and other external circumstances, of the places 
where they harangued, for reviving, in progressive 
order, the topics and matter of their orations. But 
in what manner all this was done is not fully or 
clearly known, from the imperfect explanations of 
the art which have been transmitted to us by the 
ancient writers. It is named the topical, or locality 
memory, from the employment of known places as 
the medium of recollection ; and in allusion to it, 
we still call the parts of a discourse places or topics, 
and say, in the first place, in the second place, &c. 

Quintilian himself speaks of the method as a la- 
borious acquirement, and says he will not deny it 
to be of some use ; for instance, in repeating a mul- 
titude of words in the order they occur, and in 
things of this nature ; but he thinks it of less use in 
getting by heart a continued oration, and in this 
respect rather an incumbrance. 

The art appears to have lain dormant in after 
ages, till Raimond Lulle, about the close of the 
Thirteenth Century, brought it once more i^terin- 
into notice, and it became known as ventor s. 
" Lulle's art." Since then it has been taught 
or written upon by Marsilius-Ficinus, Grataroli, 
Bruschius, Muretus, Schenkel, Martin-Sommer, 
Winckel Mauro, Horstius, Johnston, Willis, Mor- 
hof, D'Assigny, Paschius, Grey, Gebelin, Feinaigle, 



8 ORIGIN OF MNEMONICS 

Kliiber, Aretin, Knott, Aime Paris, Otto, Gouraud, 
Pick, and others. Some of these professors kept 
their systems strictly secret from the world. 

From this array of names of men distinguished 
for their learning or ingenuity, it will be seen how 
many efforts and how much labor and perseverance 
have been devoted to the development and im- 
provement of the art of artificial memory. Never- 
theless, it has not been generally adopted or prac- 
tised either by scholars or the public, which is 
sufficient proof that however wonderful are the dis- 
plays made by adepts in the art, by repeating 
backwards or forwards thousands of unconnected 
Greek, Latin, or barbarous words, long lists of fig- 
ures, and other brilliant feats, of no real use, such 
art is no v t practically useful, except for dates and 
certain statistics. 




CHAPTER III. 

EARLY SYSTEMS OF MNEMONICS. 

The representation of numbers by letters of 
the alphabet has been in practice, more or less, 
almost in every language. The only Hebrew 
thing wanting was to make that repre- Mnemonics - 
sentation further useful by substituting vowels as 
well as consonants for the numerical figures, in 
such manner and proportion that any number 
might be formed into a word capable of being artic- 
ulately pronounced, and consequently more per- 
fectly remembered. Amongst the Jews, indeed, 
of whose alphabet the vowels are no part, it was a 
practice to abbreviate sentences and names of many 
words by putting together the initial letters of those 
words, and making out of them an artificial word to 
express the whole, as Rambam for i?abbi A/bses 
Ben ^faimon ; Ralbag for /?abbi Zevi j5en Person. 

In this manner the Hebrew Grammarians teach 
their pupils to remember the letters which change 
their natural pronunciation by the inscription of a 
dagesh (a dot in the centre of a letter), by gather- 
ing these six letters, i?eth, ^imel, ^/aleth, <:aph, /e, 
and /hau, into the word Begadchepat ; and that 
they might not forget the letters n-amed Quiescent, 



IO EARLY SYSTEMS OF MNEMONICS 

ol silent, viz., A, A, v, and i, they are joined in the 
word — Ahevi. 

They also made use of natural words to represent 
numbers, when they could meet with such as hap- 
pened to answer the number they wanted to ex- 
press. We have several pieces of ingenuity of this 
kind in the frontispieces of their Bibles, where they 
give us the year of the edition in some word or 
sentence of Scripture, the letters of which, accord- 
ing to their numerical value, make up the date. 

Dr. Grey says: "Indeed, I am not certain 
whether I owe not to observations of this kind the 
first hint of this method. " 

Much labor has been spent on mnemonic de- 
r>r orey's y i ces f° r assisting in the recollection of 
"Memoria numbers, one of the hardest efforts of 

ecimca. memor y . f or mos t people have bad or 
indifferent memories for figures. 

The recollection of dates and numbers of statis- 
tics is often very serviceable. Dates are more 
easily remembered than ordinary figures uncon- 
nected with any event, but, nevertheless, most 
persons find them very difficult to remember. 
Everyone must be sensible of the very great diffi- 
culty which he has experienced in endeavoring to 
retain in his mind, in chronological arrangement, 
the details recorded in history ; and how almost 
impossible he has found it to preserve, for any 
length of time, the recollection of those details 
when the chronological arrangement had been 
forgotten. On the other hand, when the dates of 
various important events have been indelibly im- 



EARLY SYSTEMS OF MNEMONICS II 

pressed on the memory, it is found also that the 
mind easily recollects the train of circumstances 
connected with each of those events, and thus 
obtains and preserves an extensive stock of histor- 
ical knowledge. 

It is much easier to remember words than fig- 
ures, for the reason that words suggest pictures 
more or less striking, whereas figures do not. But 
figures can be translated into letters, and the 
numbers formed into words. The principal method 
for this purpose is to form the number into a word 
by assigning a letter for each of the ten ciphers. 

Dr. Grey published the first edition of "Memoria 
Technica ; or Method of Artificial Memory," in 
1730. This system, upon which most systems have 
have been more or less based, did not profess to 
make the memory better, but things more easy to 
be remembered. 

The principal part of this method, which we give 
chiefly in the author's own words, is briefly this : 
To remember anything in history, chronology, 
geography, &c, a word is formed, the beginning 
whereof being the first syllable or syllables of 
the thing sought, does, by frequent repetition, of 
course, draw after it the latter part, which is so 
contrived as to give the answer. Thus, in history, 
the Deluge happened in the year before Christ two 
thousand three hundred and forty-eight. This is 
signified by the word Deletok, Del standing for 
Deluge, and etok for 2348. 

The first thing to be done is to learn exactly the 
following series of vowels and consonants, which 



12 EARLY SYSTEMS OF MNEMONICS 

are to represent the numerical figures, so as to be 
able, at pleasure, to form a technical word, which 
shall stand for any number, or to resolve a word 
already formed into the number which it stands 
for: 

a e i o u au ol ci on y 
123456 78 90 
b d t f I s p k n z 

Here a and b stand for 1, e and d for 2, /and / 
is 3 and so on. 

Always] remember that the diphthongs are to be 
considered but as one letter, or rather, as represent- 
ing only one figure. Note also, that y is to be 
pronounced as w, for the more easily distinguishing 
it from t, as syd=6o2, pronounce swid, typ=^oy, 
pronounce twip. 

The reader will observe that the same date 
or number may be signified by different words, 
according as vowels or consonants are made choice 
of, to represent the figures, or to begin the words 
with, as, 325 tel, or tdu ; 154 buf, or bio, or alf, or 
alo ; 93. 451 ni-ola, or out-fub, or ni-fla, or out-olb. 

It is further to be observed that g, stands for 
hundred, th for thousand, and m for million. Thus 
ag will be 100, ig 300, oug 900, &c; ath 1,000, oth 
4,000, otJio 4,004, &c. 

It is unnecessary in learning the dates of events 
which occurred A.D., to repeat the " thousand" as 
no one with a knowledge of modern history will be 
likely to make a mistake of a thousand years. The 
same observation will be applicable in many other 
cases, upon other subjects, 



EARLY SYSTEMS OF MNEMONICS 1 3 

In remembering dates, and some other matters 
involving figures, the system will be found useful ; 
but in astronomy, physics, &c., where it is not so 
much required, the application of the system is less 
easy, and probably often liable to error in practice. 
Astronomers and other men of science, would not 
use any such helps, but would refer to their books 
and table*, and students should do the same. 

The whole art in effect is nothing more than 
this ; to make such a change in the ending of the 
name of a place, person, planet, coin, &c, without 
altering the beginning of it, as shall readily sug- 
gest the thing sought, at the same time that the 
begimiing of the word being preserved, shall be a 
leading or prompting syllable to the ending of it so 
changed. 

By exercising a little ingenuity, any one can 
join facts and figures together in this way, in the 
course of study, and by repetition afterwards, can 
fix many hundreds of such compound words in the 
memory. 

ILLUSTRATIONS OF GREY'S METHOD. 

Before Christ. 

Cyruts — Cyrus 536 

Alexita — Alexander 331 

]u\ios — Julius Caesar 46 

Founded their respective Monarchies. 

Maratlu?;^ — Battle of Marathon 490 

Socrinn — Socrates died . . . . 399 

Vlatok— Plato died .348 

Romput — Building of Rome , 753 



t4 EARLY SYSTEMS OF MNEMONICS 

Consu/zc?7t — Consuls first made. 509 

Tribf out — Creation of the Tribunes . .493 

Anno Domini. 

Willconsau — William the Conqueror 1066 

]ann — King John 1 199 

Began their reigns. 

Ch^rlmeig — Charlemagne declared Emperor 

of the West 800 

Gregor von Feinaigle, a German monk, invented 
a similar system, which he taught in various parts 
Feinaigic's of Europe, and finally published in 18 12 
system, -phe chief part of his method seems to have 
been an elaborate arrangement of pictured objects 
united with that of Dr. Grey ; but, instead of forming 
a date-word upon Dr. Grey's principle— " the begin- 
ning whereof being the first syllable or syllables of 
the thing sought, and the latter part the date trans- 
lated from figures into letters" — Feinaigle's method 
is to make up a distinct word of the consonants 
which are only used in his system for figures, by 
the insertion of vowels or consonants not used, to 
represent the figures, regard being had to some 
connection with the subject that the number refers 
to. Thus, America having been discovered in I492, 
the letters /, r y p y h y standing for those figures in 
his arrangement, are made with the aid of vowels 
into " 7b R%.p\nt" because that discovery led to 
rapine by the first Spaniards. Feinaigle thus com- 
bined the topical method with the numerical-letter 
system of Dr. Grey. 



CHAPTER IV. 

LATER MEMORY METHODS 

The fundamental principles of Grey and Feinai- 
gle have been somewhat modified and simplified 
and with but few exceptions are used by w systems 
almost all teachers of memory including used now. 
some who have made so called " marvelous discov- 
eries." 

The following is probably as good an alphabet 
key as has been formed ; it is used largely in 
England. 

T or D-i B or J or Sh= 6 

HorN=2 CorK =7 

M=3 WorF -8 

Yor R— 4 P or Q or G = 9 

V or L= 5 S or Z =0 

All letters not included in above table have no 

numerical value zvhatever. 

A few examples will suffice to show the manner 
in which the principles are applied. 

B. C. 

4004 Creation of the World, Adam, aRiSe SiRe. 

40 04 
1 184 Troy, the Greeks the city DiD FiRe. 

1 1 8 4 
1012 Solomon built the Temple ouT of SToNe. 

1 01 2 



l6 LATER MEMORY METHODS 

753 Rome founded, a city of CoLuMns. 

7 5 3 

A. D. 

1320 Gunpowder exploded makes soMe NoiSe. 

320 

1 32 1 Dante (born) was of his TiMe aHeaD. 

13 21 

1441 Printing is a TRue aRT. 
14 41 

1491 Caxton (born) printed RaPiD. 

4 9 1 
181 5 Waterloo, to Napoleon FaTaL. 

815 

1871 Capture of Paris, a remarkable FaCT. 

8 71 

The possession of one link in a chain of sugges- 
tions greatly aids in recalling the rest. If the 

initial initials of certain words in a list are 
suggestion, memorized, it requires but little mental 
effort to recall that word which the initial is in- 
tended to bring to mind. 

.A modern example is CABAL, formed of the 
initial letters of Clifford, Ashley, Buckingham, 
Arlington, and Zauderdale, Cabinet Ministers in 
the reign of Charles the Second, who, carrying on 
their designs in secret, received the name which 
their initials happened to spell ; and which word, 
thus derived, is now used to signify a junto, or 
small party of men united in close design to effect 
a party purpose. 

Thus the word Cogs will assist in recalling the 
words Class, Crder, Genus, 5pecies, in their 



LATER MEMORY METHODS \j 

arrangement in science ; and all the vowels may 
be remembered in their regular order by the word 
facetiously. 

The initials in the following gives the first letter 
l n the name of each of the Presidents in their order, 

" Wisdom And Justice Many Men Admire ; 
Jarring Vice Harms Truth's Pure Trembling Fire ; 
Pray Be Loyal, Just ; Go, Highest Good The 

Acquire." Presidents. 

Washington, Adams, Jefferson, Madison, Mon- 
roe, Adams, Jackson, Van Buren, Harrison, Tyler, 
Polk, Taylor, Fillmore, Pierce, Buchanan, Lincoln, 
Johnson, Grant, Hayes, Garfield, Arthur. 

The following from an English book gives the 
initials of all the English Sovereigns. 

"When Will His Stupid Head Remember 

Just How Easy Each Endeavor 

Remains, Having Had Help ; 

Eclipsing Every Reasoning, Harassing, Hazy 

Egoist's Method 
Elaborately Jumbling, Clear Concise Junctures, 
A Great, Grand Gravity, Giving Wit 

WVU \f *-'• - The English 

With Vexation. Sovereigns. 

William I, William II, Henry I, Stephen, Henry 
II, Richard, John, Henry III, Edw r ard I, Edward II. 
Edward III, Richard II, Henry IV, Henry V, 

Henry VI, Edward IV, Edward V, Richard III, 
Henry VII., Henry VIIL, Edward VI., Mary, 
Elizabeth, James I., Charles I., Charles II., James 
II., William, Anne, Georges I., II., III., IV., 
William IV., Victoria, and in a similar manner 
may be memorized, 



18 LATER MEMORY METHODS 



Nominative 
The Genitive 

I^atin Cases Dative 

in their Accusitive 

order. Vocative 

Ablative 



No 

6Vnuine 

Date 

Accursed 

Vocation 

A date 



in the above it will be noted that at least the first 
two letters in each word are identical. 

If it is desired to learn a certain list of words, 

and the Order in which they are to be learned is 

ciassifica- immaterial, the list should be carefully 

tion and examined and if possible the words 

rraiige- s ] lou j ( j so ^e arran pr e d that each has 

nient of ° 

words, some connection directly or indirectly 
with the word following; these connections are 
Direct Associations by resemblance, in meaning as 
rapid-quick, high-lofty ; in classification as man- 
child, tiger-cat; in co-existence as Washington- 
Revolution, Noah-flood; in appearance as snow- 
uool, coal-soot ; in cause and effect, as fire-heat, 
study-know ; in contiguity as Edison-phonograph, 
Watt-steam, author-book ; in sound as fire-lyre, 
down-frown. Indirect Associations by contrast as 
rapid-slow, man-beast, Washington-Arnold, snow- 
rain, fire-ice. 

For instance, supposing the following list is 
required to be memorized, house, job-lot, sheep, 
Method for double, easy, lard, pen, rite, money, lank, 
Dissimilar chin, by the use of connecting words 
ideas, associations are formed as follows : 
house — lot 
job-lot — cheap 



LATER MEMORY METHODS 



sheep — -fold 
double — trouble 
easy — hard 
lard — pig 
pen — write 
rite — ceremony 
money — bank 
lank — thin 

chin — 
■ 
In committing to memory any list of discon- 
nected words, having no direct natural bond of 
association between each other, the fol- How to se- 

•111 r r cure Atten- 

lowing method will be found of great tion. 
service. 

I. The undivided attention should be concen- 
trated upon the first and second words of the series, 
these should be repeated mentally or orally until 
perfectly mastered. 

II. Wholly dismiss the thought of the first and 
uecond words, thus memorized, and direct the at- 
tention solely to the second and third words of the 
list. 

Proceed in a like manner throughout the entire 
list; by this process of over-lapping or welding, a 
perfect chain of connections is easily formed. 
After the list has once been mastered it will be 
found that it can be repeated backward with as 
much ease as forward. 

The following examples will illustrate the pro- 
cess, supposing you wish to memorize the following 
list of the capitols of Europe, in the order of their 
size, London, Paris, Berlin, Vienna, St. Petersburg, 



20 LATER MEMORY METHODS 

Constantinople, Madrid, Brussels, Copenhagen and 
Rome. Yon would proceed as follows : 

j London 

| Paris 

j Paris 

\ Berlin 

| Berlin 

\ Vienna 

j Vienna 

I St. Petersburg 

j St. Petersburg 

( Constantinople 

j Constantinople 

( Madrid 

j Madrid 

( Brussels 

j Brussels 

( Copenhagen 

(Copenhagen 

( Rome 

Learning verse greatly improves the memory. 
11 Verse," says Sir Philip Sidney, " far exceedeth 
verse as an prose in the knitting up of the memory." 
Memory. Who is it that ever was a scholar that 
does not carry away some verses which in his youth 
he learned, and even to old age serve him for 
hourly lessons ? They who have known what it 
is — when afar from books, in solitude, or in travel- 
ing, or in intervals of worldly care — to feed on poet- 
ical recollections, to recall the sentiments and 
images which retain by association the charm that 
early years once gave them, — will feel the inesti- 
mable value of committing to memory, in the prime 



LATER MEMORY METHODS 21 

of its power, what it will easily receive and indeli- 
bly retain. 

Rhyme is a most powerful help to memory. It 
is much easier to learn and retain rhymed verse 
than prose. The principal reason is, that one of 
the rhymes will bring to memory the corresponding 
rhyme or rhymes, which leads to the remembering 
of the rest of the lines. The numbers (times or 
accents}, measures, rhymes, and rhythmical arrange- 
ment, according to the versification of different 
languages, have great influence, both in making 
things easier to be received into the memory, and 
longer retained there. Hundreds of proverbs and 
rules in various languages have for this reason been 
put into rude rhyme, or formed into more correct 
verse ; and on the same principle, moral precepts 
have been cast into a poetic mould from all an- 
tiquity, as in the golden verses of the Pythagoreans 
in Greek, &c. The versification of the rules of the 
Latin Grammar has the same end in view. How 
many are there of the common affairs of human life, 
which have been taught in early years by the help 
of rhyme, and fixed in the memory by frequent 
use ! In comparison with a topical memory, this 
might be called a rhythmical memory. The well- 
known rule for the number of days in the different 
months of the year — 

"Thirty days hath September," &c. — 

Is an instance of mnemonic verse. 

An interesting as well as instructive plan is to en- 
courage scholars to form rhyming coup- History 
lets, one line of which states the date Bb ? rmes ' 



LATER MEMORY METHODS 



of an occurrence, while the other refers to the event 
itself. 

Twelve hundred and fifteen, 
King John at Runnymede is seen. 

Fifteen hundred and eighty-four, 
Raleigh's ships, Carolina explore. 

Sixteen hundred, thirty-one, 
Delaware settlements now begun. 

Sixteen hundred and thirty-four, 
Catholics sailed for Maryland's shore, 
Good Lord Baltimore sent them o'er. 

Sixteen hundred and thirty-eight, 
Swedes in Delaware formed a state. 

Sixteen hundred and sixty-four, 

The Dutch, New Amsterdam, gave o'er. 

Sixteen hundred and sixty-five, 
London's plague left few alive. 

Sixteen hundred and eighty-two, 
Came William Penn, the good, the true. 

July the fourth, in " seventy-six," 
Brave names to paper were affixed. 

* On Christmas night in " seventy-six," 
His way amidst the ice, he picks. 



* Washington crossing the Delaware, 



LATER MEMORY METHODS 



Seventeen hundred ninety eight, 
Napoleon 'neath the pyramids great. 

Eighteen hundred thirty-four, 
No more slaves on Britain's shore. 

Eighteen hundred thirty-eight, 
Queen Victoria crowned in state. 

Eighteen hundred forty-one, 
Greeley's " Tribune " now begun. 

Eighteen hundred forty-one, 
Birth of Victoria's oldest son. 

Eighteen hundred sixty-one, 
Good Prince Albert's work is done. 

On the first day of " sixty-three," 
Lincoln proclaimed the blacks all free. 

Couplets thus formed will seldom be forgotten 
and give an opportunity for careful grammatical 
composition. This method can be applied with 
equal success to Geography. 

In committing poetry to memory, learn a stanza, 
or a few verses (lines) if not in stanzas, whether 
rhymed or blank verse, repeating the Memorizing 

111 • 111 • Prose or 

verses aloud, but in a subdued voice, Poetry, 
very slowly and very attentively ; then the next 
stanza or passage, always repeating the last verse 
litis of t'i^ p rece ling stanza or passage before you 
begin repeating the next, so as to connect the two, 
and so on to the end ; the last verse of one stanza 



24 LATER MEMORY METHODS 

or passage thus always suggesting the first verse 
of the next. 

In committing prose to memory, study in the 
same manner. Learn the first sentence, or division 
of the sentence if long and divisible; then the sec- 
ond sentence; then join the latter to the former, 
and so on to the end — always going back to the 
first line. If the passage is very long, divide it 
into sections, and learn one at a time in the above 
manner. 

Quintilian advises, if the speech to be remem- 
bered be long, to get it by heart in parts, and those 
not very small. The partition ought chiefly to be 
made according to the different topics. Apt divis- 
ions help the memory greatly. 

The following observations from an old work, 
upon the dramatic art, may be applied to learning 
poetry or prose in general, as well as to learning a 
part: — "To study, requires determination to give 
your whole and undivided attention to the part; 
to read slowly, and with marked emphasis, not 
through the whole part, but scene, until you are 
perfect. An hour's patient perseverance is worth 
four if you read with indecision and distaste. Most 
actors find that writing out a part greatly facilitates 
their acquisition of it; slow writers impress the 
words more on their memory than rapid ones. 
Learning line by line, as a school-boy acquires his 
task, though laborious in practice, will be found 
the most rapid method in the end. A scene thus 
learned should then be repeated throughout, and 



LATER MEMORY METHODS 2$ 

never proceed to the following one till you are 
easy in the first." 

Another experienced writer upon the subject 
says: — "The best plan, I think, of committing a 
part to memory, is to write it out from the book 
yourself, or copy the written part given to you if 
the play be in manuscript. This will gradually 
impress the words upon your mind. After this, 
read it ovr aloud before you sleep at night, and 
repeat what you know of it, and practise the same 
exercise in the morning." 

The following directions will be found helpful : 

L "When you wish to learn a piece of prose or 

verse, try to grasp its general meaning first, and 

then particularize: that is, OBSERVE minutely what 

words are used, and how they are placed." 

II. "Learn one sentence thoroughly by reflec- 
tion, before you attempt to master another; and 
link them together by noticing carefully how they 
follow. When you think you have succeeded in 
getting a sentence to run upon your tongue cor- 
rectly, think of the impressions, remove your eyes 
from the paper, and articulate the words aloud, or 
mentally. Immediately afterwards cover the sen- 
tences with your hand, and again repeat, allowing 
yourself to look for each word just after you have 
uttered it. You will thus frequently detect an 
error of omission, introduction, substitution, or 
transposition." 

III. "If you have learned anything by ear y and 
are fearful of forgetting it, write it out once clearly, 
and in distinct paragraphs^ but not too far apart^ 



26 LATER MEMORY METHODS 

and afterwards look at it carefully, which will give 
you the assistance of visual remembrance. " 

IV. "If you intend to commit to memory a long- 
piece, write out a small portion at a time, and 
carry it about with you, remembering that simply 
carrying it will be useless, unless you occasionally 
look at it." 

V. " Do not wait till you can find time to accom- 
plish a great deal, but attempt a little immediately. 
Learn a small portion daily, and occasionally re- 
peat, in suitable divisons, the whole of that which 
you have learned. " 

VI. " When learning by heart it is well to retire 
to some room, or locality, in which you are not 
likely to be interrupted, seen, or overheard; and 
there repeat aloud, and graphically! 1 

How shall we remember what we read ? A very 
important question all will admit and worthy of 
Remember- careful attention. One who has given 

ingWhat . . & 

we Kead. the subject much thought writes: 

" Hundreds of books read once, have passed as 
completely from us as if we had never read them; 
whereas the discipline of mind got by writing 
down, not copying, an abstract of a book which is 
worth the trouble, fixes it on the mind for years, 
and, besides, enables one to read other books with 

more attention and more profit." 

A well known educator expresses his ideas 
upon the subject as follows: "When a man reads 
he should put himself into the most intimate inter- 
course with his author, so that all his energies of 
apprehension, judgment and feeling may be occu- 



LATER MEMORY METHODS 27 

pied with, and aroused by, what his author fur- 
nishes, whatever it may be. If the use of the pen, 
in brief or full notes, in catch-words or other sym- 
bols, will aid him, let him use them." 

The following plan has been successfully used 
for many years by a large number of readers : 

"Turn to the contents, see what are the great 
divisions of the subject, and thus get a glance of 
the general plan. Examine it chapter by chapter ; 
then close the book, and see if you have the plan 
of the whole work distinctly and fully in your mind. 
Do not proceed till this is done. After you have 
this all distinctly in the mind, then get the first 
chapter vividly before you, so far as the contents 
will enable you to do it. Now proceed to read. 
At the close of each sentence, ask yourself, "Do I 
understand that? Is it true, important, or to the 
point? Anything valuable there, which I ought to 
retain ? At the close of each paragraph, ask the 
same questions. Leave no paragraph till you have 
the substance of it in your mind. Proceed in this 
manner through the chapter; and, at the close of 
the chapter, look back, and see what the author 
tried to accomplish by it, and what he really has 
accomplished. As you proceed, if the book be 
your own, or if the owner will allow you to do it, 
mark with your pencil, in the margin, what, accord- 
ing to your view, is the character of each paragraph, 
or sentence. But will not this method of reading 
be slew ? Yes : very slow and very valuable. A 
single book, read in this way, will be worth a score 
run over. It will compel you to think as well as 



28 LATER MEMORY METHODS 

read, to judge, to discriminate, to sift out the wheat 
from the chaff. It will make thought your own, 
and will so fix it in the mind, that it will probably 
be at your command, at any future time." 




CHAPTER V. 

RULES FOR LEARNING A FOREIGN 
LANGUAGE. 

The fo41owing excellent rules for mastering a 
foreign language are by Prof. Blackie and are 
worthy of careful attention. The rules appear in 
their order of natural succession, are the result of 
many years* experience, and may be relied on a s 
being of a strictly practical character. 

I. If possible always start with a good teacher. 
He will save you much time by clearing away diffi- 
culties that might otherwise discourage you, and 
preventing the formation of bad habits of enuncia- 
tion, which must afterwards be unlearned. 

II. Name aloud, in the language to be learned, 
every object which meets your eye, carefully ex- 
cluding the intervention of the English: in other 
words, think and speak of the objects about you 
in the language you arc learning from the very first 
hour of your teaching; and remember that the lan- 
guage belongs in the first place to your ear and to 
your tongue, not to your book merely and to your 
brain. 

III. Commit to memory the simplest and most 
normal forms of the declension of nouns. 

IV. The moment you have learned the nomina- 
tive and accusative cases of these nouns take the 



30 LEARNING A FOREIGN LANGUAGE 

first person of the present indicative of any common 
verb, and pronounce aloud some short sentence 
according to the rules of syntax belonging to active 
verbs. 

V. Enlarge this practice by adding some epithet 
to the substantive, declined according to the same 
noun. 

VI. Go on in this manner progressively, commit- 
ting to memory the whole present indicative, past 
and future indicative, of simple verbs, always mak- 
ing short sentences with them, and some appropri- 
ate nouns, and always thinking directly in the 
foreign language, excluding the intrusion of the 
English. In this essential element of every rational 
system of linguistic training there is no real, but 
only an imaginary difficulty to contend with, and, 
in too many cases, the pertinacity of a perverse 
practice. 

VII. When the ear and tongue have acquired a 
fluent mastery of the simpler forms of nouns, verbs, 
and sentences, then, but not till then, should the 
scholar be led, by a graduated process, to the more 
difficult and complex forms. 

VIII. Let nothing be learned from rules that is 
not immediately illustrated by practice; or rather, 
let the rules be educed from the practice of ear and 
tongue, and let them be as few and as comprehen- 
sive as possible. 

IX. Irregularities of various kinds are best learned 
by practice as they occur; but some anomalies, as 
in the conjugation of a few irregular verbs, are of 
such frequent occurrence, and are so necessary for 



LEARNING A FOREIGN LANGUAGE 3 1 

progress, that they had better be learned specially 
by heart as soon as possible. Of this verb to be, in 
almost all languages, is a familiar example. 

X. Let some easy narrative be read, in the first 
place, or better, some familiar dialogue, but read- 
ing must never be allowed, as is so generally the 
case, to be practised as a substitute for thinking 
and speaking. To counteract this tendency, the 
best way is to take objects of natural history, or 
representations of interesting objects, and describe 
their parts aloud in simple sentences, without the 
intervention of the mother tongue. 

XI. Let all the exercises of reading and describ- 
ing be repeated again and again and again. No 
book fit to be read in the early stages of language- 
learning should be read only once. 

XII. Let your reading, if possible, be always in 
sympathy with your intellectual appetite. Let the 
matter of the work be interesting, and you will 
make double progress. To know something of the 
subject beforehand will be an immense help. For 
Christians who know the Scriptures, a translation 
of the Bible is always one of the best books to use 
in the acquisition of a foreign tongue. 

XIII. As you read, note carefully the difference 
between the idioms of the strange language and 
those of the mother tongue; underscore these dis- 
tinctly with pen or pencil, in some thoroughly 
idiomatic translation, and after a few days translate 
back into the original tongue what you have before 
you in the English form. 

XIV. To methodize, and, if necessary, correct 



32 LEARNING A FOREIGN LANGUAGE 

your observations, consult some systematic gram- 
mar so long as you may find it profitable. But the 
grammar should, as much as possible, follow the 
practice, not precede it. 

XV. Be not content with that mere methodical 
generalization of the practice which you find in 
many grammars, but endeavor always to find the 
principle of the rule, whether belonging to univer- 
sal or special grammar. 

XVI. Study the theory of language, the organism 
of speech, and what is called comparative philology 
or Glossology. The principles there revealed will 
enable you to prosecute with a reasoning intelli- 
gence a study which would otherwise be in a great 
measure a laborious exercise of arbitrary memory. 

XVII. Still, practice is the main thing; language 
must, in the first place, be familiar; and this fa- 
miliarity can be attained only by constant reading 
and constant conversation. Where a man has no 
person to speak to he may declaim to himself ; but 
the ear and the tongue must be trained, not the eye 
merely and the understanding. In reading, a man 
must not confine himself to standard works. He 
must devour everything greedily that he can lay 
his hands on. He must not merely get up a book 
with accurate precision; that is all very well as a 
special task; but he must learn to live largely in 
the general element of the language; and minute 
accuracy in details is not to be sought before a 
fluent practical command of the general currency 
of the language has been attained. Shakespeare, 
for instance, ought to be read twenty times before 



LEARNING A FOREIGN LANGUAGE 33 

a man begins to occupy himself with the various 
readings of the Shakespearian text, or the ingenious 
conjectures of his critics. 

XVIII. Composition, properly so called, is the 
culmination of the exercises ©f speaking and read- 
ing, translation and re-translation, which we have 
sketched. In this exercise the essential thing is to 
write from a model, not from dictionaries or phrase- 
books* Choose an author who is a pattern of a 
particular style, steal his phrases, and do something 
of the same kind yourself, directly, without the in- 
tervention of the English. After you have acquired 
fluency in this way you may venture to put more of 
yourself into the style, and learn to write the for- 
eign tongue gracefully. Translation from English 
classics may also be practised, but not in the first 
place; the ear must be tuned by direct imitation of 
the foreign tongue, before the more difficult art of 
transference from the mother tongue can be at- 
tempted with success. 



CHAPTER VI. 
WHY WE FORGET. 

An English writer remarks: — "That which is 
commonly regarded as defective Memory, in many 
instances results simply from lack of attention or 
observation ; system ; forethought, caution, or re- 
flection; or promptness of action. 

Endeavor to bring your mind solely upon the 
subject you have in hand. Observe thoroughly; 
individualize characteristics — that is, notice what, 
when, where, how, why, etc., etc. 

Some people appear to pride themselves upon 
going through the world with their eyes shut, and 
their ears closed ; and when asked questions, habit- 
ually answer, ik I really don't know" — "/ didn't 
notice" or, " I didn't pay attention'' 

It, is a good plan to imagine always that you will 
be required to give a full description of that which 
you see and hear. 

Be systematic. Suppose you remember you have 
some letters to answer, and you reply to all except 
one, which, to your surprise, you find some days 
afterwards in a heap of papers you turned out of 
your pocket as an encumbrance. You may per-* 
haps say, you did not answer it, because you forgot 
it was there ; but you would have been sure to 
have remembered it if you had been systematic, 
and had placed all the unanswered letters together. 



WHY WE FORGET 35 

Accustom yourself to inquire, " Have I thought 
of all ?" and endeavor to anticipate your probable 
requirements. When out for a day's pleasure, 
wishing to look at some distant object, you might 
exclaim, " I forgot to bring my telescope !" when 
perhaps you never gave it a thought that you 
might want it. Had you done so, you might have 
taken it. 

Act "promptly. It may be important that you 
should send a business letter by the next mail. 
You say to yourself, " I must write that letter pres- 
ently." Shortly afterwards, you say, "I have not 
written that letter yet." And, again, 4< If I don't 
mind, I shall not be in time to send that letter." 
And, after all, you ejaculate, " There ! its passed 
mail time, and I haven't sent that letter ! What a 
wretched memory I have to be sure !" Do not 
blame your memory ; it reminded you of your duty, 
but you were not prompt. Think of this in future, 
and act immediately. 

Morbid caution is often mistaken for want of 
memory. Thus a person may lock a door, and, 
knowing he has done so, go again " to make sure," 
at the same time almost persuading himself he has 
forgotten ; remarking, "Its locked ; I thought I'd 
locked it ; but I wasn't certain. I never can re- 
member a thing of this kind." 

Want of self-trust is also thus mistaken. For 
instance, Tom, who is writing a letter, suddenly 
calls out to his younger brother, "Fred, how do 
you spell ' received ? ' " Fred : " R-e-c-e-i-v-e-d." 
Tom : " Are you quite sure ? " Fred : " Yes, quite." 



36 WHY WE FORGET 

Tom: "Well, I thought it was ' r-e-c-z-e-v-e-d.' " 
Fred, who has a higher opinion of his brother's 
knowledge than of his own : " I think I'm right," 
and looks out the word in the dictionary. 

Both of the preceding manifestations are very 
common, but are none the less objectionable ; and 
should be counteracted by close observation in the 
first place, and forced self-trust in the second. 

Nervousness, or over-anxiety in trying to remem- 
ber, frequently produces forgetfulness. The mind, 
instead of being occupied in grasping that which 
is wanted, may be soliloquizing thus : "I know I 
shall not remember all this ; I wonder whether I 
have forgotton what was said just now ! — What was 
it ? let me see !" This is particularly the case with 
many in reference to conversation, lectures, ser- 
mons, etc. Those who experience this should strive 
to maintain their self-possession ; by which they 
would remember twice as well." 



CHAPTER VII. 

HELPS TO MEMORY! RESEMBLANCE 

AND CONTRAST. 

Names and things forgotten may often be re- 
called to memory by recollecting their likeness to 
other tilings which we know; either their resem- 
blance in name, character, form, accident, or any 
thing that belongs to them. An idea or word 
which has been lost or forgotten, may often be re- 
covered by hitting upon some other kindred idea 
or word which has the nearest resemblance to 
it, and that in the letters, syllables, or sound of 
the name, as well as properties of the thing. Thus, 
if you would remember Hippocrates, or Galen, or 
Paracelsus, think of a physician's name beginning 
with H, G, or P. 

Sometimes a new or strange idea or name may 
be fixed in the memory by well thinking of its con- 
trary or opposite. In the same way, if you cannot 
remember the name Goliath, the remembrance of 
the name David may recall it. 

A casual connection is sometimes formed be- 
tween ideas seemingly the most incongruous; and 
as the mind is forcibly struck on such occasions 
with the very incongruity itself, the impression 
made is so much the deeper and more durable. 

However slight, ludicrous, or absurd, may be the 
resemblance between the two things, if they are 



38 HELPS TO MEMORY 

once well associated, they will readily stay con- 
nected, and one will easily call up the other to 
the mind; for if there be but the remotest resem- 
blance between the known and the unknown, it is 
surprising how much that resemblance will assist 
the memory. 

Upon the principle of resemblance was founded 
the artificial classification made by the ancients of 
the starry hosts of the firmament. When anyone 
unskilled in astronomy surveys on a clear winter's 
evening the apparently numberless 

"Immortal lights that live along the sky," 
He will be inclined to think that any attempt to ar- 
range and recollect them, so that the place occupied 
by any particular star or planet might be instantly 
pointed out without difficulty, must be utterly fruit- 
less. But such an arrangement was successfully 
made, long ages since, by the ancient astronomers, 
in the fanciful distribution of the fixed stars into the 
forms or outlines of persons, animals, and things, 
calling the number of stars included within the out- 
line of each figure a constellation. Thus they 
formed the twelve signs of the zodiac, to which they 
gave the names of the persons, animals, or things of 
which they were symbolical: as Aries, the ram; 
Taurus, the bull; Gemini, the twins; Cancer, the 
crab; Leo, the lion; Virgo, the virgin; Libra, the 
balance or scales; Scorpio, the scorpion; Sagittarius, 
the centaur-archer (half man, half horse); Capri- 
cornus, the goat; Aquarius, the water bearer; Pisces, 
the fishes. This arrangment is still used by astrono- 
mers, and such a star, newly discovered planet or 



HELPS TO MEMORY 39 

comet, is described as being in such a position in 
or near such a constellation. Other stars have also 
been symbolically grouped, as the Southern Cross, 
the Great and Little Bear, &c. 

Attention and repetition help much to the fixing 
of ideas in our memories: but those which make the 
deepest and most lasting impressions, are Attention 

1 i-i • and 

those which are accompanied with pleas- Repetition. 
ure or pain. Ideas but once taken in and never 
again repeated are soon lost; like those of colors in 
such as lost their sight when very young. Those 
things sink deepest, and dwell longest in the mem- 
ory, which are impressed upon a clear mind un- 
prejudiced either before or after the impression, as 
the things we learn in childhood; as, likewise, the 
first time things are taken notice of. 

When the attention is strongly fixed on any 
particular subject, all that is said concerning it 
makes a deep impression upon the mind. There 
are some persons who complain that they cannot 
remember a sermon or speech which they hear, when 
in truth their thoughts are wandering half the time, 
or they hear with such coldness and indifference and 
trifling spirit, that it is no wonder the things which 
are read or spoken make but a slight impression on 
the brain, and get no firm hold in the memory, but 
soon vanish and are lost. Those who are ever 
skimming over the surface of things with little in- 
terest, will fix nothing in their minds. The labor 
and diligence of close attention to the subject only 
can impress what we read or think upon f he 
memory. 



40 HELPS TO MEMORY 

Clear and distinct apprehension of the things 
which you learn is necessary in order to fix them in 
the memory. To remember words and the names 
of persons or things, you should repeat them aloud, 
with distinct articulation and correct pronunciation; 
and, in copying them, write slowly and plainly. 
The same care should be taken in fixing in the 
memory the ideas of things, notions, propositions, 
arguments, &c, with the addition that you should 
have a clear and distinct perception and understand- 
ing of them. Faint, glimmering, and confused 
ideas, will vanish like images seen in twilight. 

Whatsoever you would fix in your memory, let it 
be disposed methodically, well connected and ar- 
ranged in discinct heads or classes, both general and 
particulars. The mutual dependence of things on 
each other helps the memory of both. A clear con- 
nection of the parts of any writing or speech is of 
great advantage to the reader or hearer in remem- 
bering it. Therefore, many mathematical demon- 
strations in a long train may be remembered much 
better than a heap of sentences which have no con- 
nection. 

Writing down thoughts or things that you wish to 
avoid forgetting, or copying passages that you desire 
writing as a to remember well is an excellent method 

Memory of fixing them in the memory, for writing 
e p ' makes a stronger impression than merely 
silent reading. Once writing down, giving due at- 
tention to what you write, will fix it more in the 
memory than reading it silently several times. The 
sight conveys the ideas to the mind, and imprints 



HELPS TO MEMORY 41 

them on the memory better than any other sense; 
and what we have seen is not so soon forgotten as 
what we have only heard. This does not apply to 
the memory of music, which depends upon the ear 
and fingers. In writing, the memory is also assisted 
by the touch, as may be observed by the writing 
of a blind man impressing the words on his 
memory. 

In writings things which you desire to remem- 
ber, or copying for the same purpose, always write 
plainly; and if it be your own composition, form it 
into distinct sentences, paragraphs, and sections or 
divisions, which in writing, or in reading it, will im- 
press the ideas and words upon the memory much 
stronger than if written without order or proper 
division. 

An abridgement or condensation in a narrow 
compass of what you wish to learn is most useful. 
By frequent review and repetition of such notes or 
tables, what is not fixed in the memory at first may 
be stamped upon it afterwards. 

Writing down short notes and hints of the prin- 
cipal heads of what you desire to commit to mem- 
ory, in order to make a speech, for such Taking 
abstracts and epitomes may thus be re- Notes. 
viewed much sooner, and the several sentiments or 
sentences will be more easily amplified or invented, 
and more readily placed in their proper order. 
There are many who scarcely ever take a pen in 
hand to write short notes or hints of what they 
intend to speak, and who never try to arrange their 
ideas in methodical order, by which negligence 



42 HELPS TO MEMORY 

they never fully develop their powers. Lord 
Brougham says: — "I should lay it down as a rule, 
admitting of no exception, that a man will speak 
well in proportion as he has written much; and 
that, with equal talents, he will be the finest extem- 
pore speaker, when no time for preparation is al- 
lowed, who has prepared himself most sedulously 
when he had the opportunity of delivering a pre- 
meditated speech." 

Talking over what you have read to a friend, on 

the first proper opportunity you have for it, will 

Talk over g rea tly impress it on the memory. Re- 

what peating carefully what you have learned 

You Head. , r 1 1 * 

to a younger person, or to a fellow stu- 
dent, if you can do so without ostentation or the 
appearance of conceit, will very much help to estab- 
lish your own knowledge, while you communicate 
it to others. The physical powers of your tongue 
and your ear, as well as your intellectual faculties, 
will all combine to help the memory. If you have 
not anyone to whom you can thus repeat what you 
have read or learned, you may repeat it to an im- 
aginary auditor, either aloud, or silently in the 
mind, as may be most convenient. This exercise 
of repeating greatly improves the memory generally. 
It is very difficult by mere power of memory to 
learn a lengthy list of names or words, unless it be 
Grouping, divided into groups, mentally or by ear. 

The groups should be arranged in threes, 
fours, &c, according as they may most strike the 
ear and be best grouped. The division into three 
appears to be of special advantage, as you will per- 



HELPS TO MEMORY 43 

ceive if you read over any list of names — first with- 
out any reference to arrangement, then in groups 
of four, and lastly in groups of three. Thus Hearne, 
in his Ductor Historicus, has reduced the whole 
compass of chronology to thirteen grand epochs, 
all beginning with the letter C. Dean Prideaux, 
in his Introduction to History, has made use of the 
number seven throughout his whole book; " not 
out of affectation," as he tells us, "but experience, 
as most easy for the memory." 

In reading a book, make hooks or marks in the 
margin, to note any parts that are most important 
or striking; at the end of each section or chapter, 
read these passages again slowly and carefully; 
then endeavor to recollect the ideas, sentiments, 
or expressions, clothing them in your own words, 
if you do not fully remember those of the author, 
which will also greatly tend to give you fluency of 
language. 

In order to remember where to find a passage 
which you particularly desire to refer to, seek after 
a local memory, or a remembrance of it, by the side 
or page where it is written or printed; whether the 
right or the left, whether at the top, the middle, or 
the bottom, whether at the beginning of a chapter 
or a paragraph, or the end of it. For this reason it 
is good to accustom yourself, as much as you con- 
veniently can, to the same edition of an author's 
works. 

Mathematical and scientific tables and diagrams 
not only make many things easier to be understood, 



44 HELPS TO MEMORY 

but preserve them better in the me-mory. The situa- 
tions of countries and cities, the course of rivers, and 
the extent of seas, &c, are much easier and better 
learned by looking over a map, or examining a 
globe, than by reading of them in a geographical 
work. But to thoroughly understand the subject, 
both means should be used together. So the con- 
stellations in astronomy, and their positions in the 
heavens, are more easily remembered by carefully 
examining astronomical maps. 

Filling up an outline map, by copying from a map 
before you, is an excellent way of fixing the situa- 
tions of places, &c, with their latitude and longitude 
and extent, upon the memory. The memory may 
be tested by filling up an outline map, and after- 
wards comparing it with the full map. 

Do not plunge into other business, studies, amuse- 
ments, or recreations, immediately after you have 
received instruction or listened to a lecture, or to 
anything you wish to remember if you can well 
avoid it. Get time, if possible, to recollect the 
things you have heard, that they may not be driven 
out of the memory by newer or more pressing 
matters. 

In recalling to memory a poem written in stanzas 
— commonly, but incorrectly called verses — the 
chief point is to remember the beginning of each 
stanza, and the order of the stanzas; the stanza it- 
self often being much easier to remember. Each 
line is, correctly speaking, a verse, whether rhymed 
or blank. Two rhyming verses are styled a coup- 
let; three a triplet. A series of verses, having a 



HELPS TO MEMORY 45 

certain arrangement often repeated, is called a 
stanza. 

In learning a list of names, &c, when they are 
not required to be repeated in any regular and exact 
order of dates, &c, it will greatly help the memory 
to arrange them in alliterative order — alliteration, or 
the beginning of two or more words with the same 
letter, being a great help to the memory. Thus, 
Chaucer, Collins, Cowper, Campbell, Coleridge; 
Spencer, Shakespeare, Scott, Southey; Nelson, Na- 
poleon; Pitt, Peel, Palmerston, &c. 

Pleasure and delight in the things we learn give 
great assistance towards the remembrance of them. 
Whatsoever, therefore, you desire that a child 
should commit to memory, make it as pleasant to 
him as possible; endeavor to find out his talent 
and disposition, and give him instruction and les- 
sons, as far as you can, in a way according with his 
natural inclination. Many a learner forgets what 
has been taught him, because he never well under- 
stood it; he never clearly and distinctly took in the 
meaning of those sounds and syllables which he 
was required to get by heart. 



CHAPTER VIII. 
EXERCISE OF THE MEMORY. 

" But, after all," says Quintilian, " the great art 
of memory is exercise: to get many things by heart, 
and daily, if possible. Nothing increases more by 
use, or suffers more by neglect, than the memory. 
At whatever age a man aims at the improvement 
of this faculty, he should patiently submit to the 
uneasy labor of repeating what he has read or 
written. Here, as in other cases, where habits are 
to be acquired, exercise should be increased by 
degrees." One great and general direction which 
belongs to the improvement of other powers, as 
well as to the memory, is to keep it always in due 
and proper exercise. Many acts by degrees form a 
habit, and thereby the ability or power is strength- 
ened, and made more ready to appear again in 
action. Our memories should be used and made 
from childhood to bear a moderate quantity of 
knowledge, let into them early; and they will 
thereby become strong for use and service — as any 
limb well and duly exercised grows stronger. It 
we never use our memories, they will be almost 
lost. Those who are wont to converse or read 
about a few things only will retain but a few in 
their memory; those who are used to remember 
things but for an hour, and charge their memories 



teXERCISE OF THE MEMORY 4? 

with them no longer, will retain them but an hour 
before they vanish. 

Excess of wine, or luxury of any kind, as well as 
excess in the studies of learning or the business of 
life, may impair the memory by overstraining and 
weakening the brain; and it may be injured or quite 
spoiled by idleness, disease, or accident. Exercise 
of the faculty, temperance, health, and care, are 
therefore most important to all who wish to pre- 
serve the memory. 

Particular care should be taken that the memory 
of the learner be not too much crowded with a mul- 
titude of facts or ideas At one time; this is Crowdin ~ 
the way to remember nothing, as one tiie 
idea effaces another. An overgreedy 
grasp does not retain the largest handful. But the 
exercise of memory, with a due moderation, is one 
general step towards the improvement of it. 

The memory of a child or any infirm person 
should not be overburdened; for a limb or a joint 
may be overstrained by being too much loaded, 
and its natural power never be recovered. 

Learn to remember words as well as things, so 
that you may acquire copiousness of language, as 
well as the remembrance of things, and be more 
ready to express yourself well on all occasions. 
Mere sounds and words are much harder to get by 
heart than the knowledge of things and real 
images. 

Every day learn a few lines of some great author, 
in prose or verse, selecting the finest passages, and 



48 EXERCISE OF THE MEMORY 

you will be surprised how much your memory will 
be improved and strengthened by the practice. 
This exercise will also impart copiousness of lan- 
guage, and give you choice of words. But do not 
overburden or strain your memory. 




PN* 



CHAPTER IX. 
THE ART OF ARRANGING. 

It is of great importance that we endeavor to dis- 
cover if possible the natural associations existing 
between the subjects we desire to commit to mem- 
ory. A number of isolated facts with apparently no 
connection, one with the other, are ordinarily diffi- 
cult to remember, but if some natural association 
can be formed between them, or some striking ar- 
rangement or classification can be formed, little 
difficulty will be experienced in mastering them. 

(yten the most complex and seemingly uncon- 
nected list may by careful analysis and 
comparison, be so arranged as to have ciassifica- 
some logical associations between the tlon Wl11 do * 
different parts. The close application of the mind, 
which becomes necessary in order that the student 
may analyze and compare all the various parts 
of the subject, will in itself prove a valuable aid 
to the memory. 

Speaking of this subject of arrangement, David 
Kay writes, "The memory is able to retain and 
reproduce a vastly greater number of ideas if they 
are associated or arranged on some principle of 
similarity than if they were presented merely as 
isolated facts, It is not by the multitude of ideas 



5° 



THE ART OF ARRANGING 



but the want of arrangement among them, that the 
memory is burdened and its powers weakened." 

A striking example of this subject is found in a 
list of the Presidential Administrations. 

Although a very useful list to be learned, it is 
seldom remembered as ordinarily studied. The fol- 
lowing is the manner in which the list is usually 



THE PRESIDENTS OF THE UNITED STATES WITH 
THE LENGTH OF THEIR ADMINISTRATION. 



1789 


Yrs. 


1849 


Yrs. 


Washington, 


--! 8 


Taylor, ) 
Fillmore, j 




Adams, 


4 


4 


Jefferson, - 


- 8 


Pierce, 


- 4 


Madison, 


8 


Buchanan, 


4 


Monroe, 


- 8 


Lincoln, ) 
Johnson, ) 


- 8 


Adams, 


4 


Jackson, 


- 8 


Grant, 


8 


Van Buren, 


4 


Hayes, 


- 4 


Harrison, } 
Tyler, } 


- 4 


Garfield, \ 
Arthur, ) 


4 


Polk, - 


4 


Cleveland, - 


- 4 



A thorough analysis and careful comparison of 
the various items of this list will result in the dis- 
covery of a number of very peculiar coincidences 
generally overlooked. We herewith give the list 
classified. 



THE CLASSIFICATION. 



1789 (I) 

Washington, 
Adams, - 
Jefferson, 



Yrs. 



20 



1809 

Madison, 

Monroe, 

Adams, 



(ii) 



Yrs. 



20 



THE ART OF ARRANGING 



51 



Excepting the Adams s all above served double terms. 
" " " " were bom in Virginia. 



1829 (III) Yrs. 

Gen. Jackson, 8 
Van Buren, 
Gen. Harrison 
Tyler, 
Polk, 



20 



1849 (IV) 

Gen. Taylor, 
Fillmore, 
Pierce, 
Buchanan, 
Lincoln, ) 
Johnson, ) 



Yrs. 



20 



1869 (V) Yrs. 

Gen. Grant, 8 

Hayes, 4 
Gen. Garfield, ) 

Arthur, ) 4 

Cleveland, 4 



20 



III, IV & V all begin with a General. 

III & V are identical viz., 8-4-4-4 yrs. 

IV is exactly the reverse of III & V. 4-4-4-8 yrs. 

Next to last administration in III & V are com- 
pound ones and each commence with a General 
viz — Harrison, Garfield, neither of whom served 
a year. 

IV both begins and ends with a compound ad- 
ministration. 

Jackson, Taylor and Grant should be specially 
memorized as their first administrations each com- 
mence a twenty year period, whose exact date is 
easily obtained by adding twenty years to the pre- 
vious one. Having fixed the first date of each 
period, the commencement of the administrations 
following are readily found by simply adding 
8+4+4+4 or 4+4+4+8. 

PRESIDENTS RE-ELECTED. 
George, Thomas and double James, * 
Andrew, Abraham, Ulysses are the names. 

* Madison and Monroe, 



Greatest Mental Labor saving* Plan ever Discovered. 



Natural iVieirjory iVlebl^od 

WHOLLY UNLIEE ANY OTHER MEMORY SYSTEM. 



THE PRINCIPLES A ND A P PLICA TIONS OF THIS ME THOD 
A RE ENTIREL Y DIFFERENT FROM A NY PL A N DE- 
SCRIBED OR SUGGESTED IN il A PERFECT 
MEMORY; HO IV TO A TTAIN IT." 



The Only Practical Method of Memory Culture. 

ALMOST LIMITLESS PRACTICAL APPLICATIONS. 

It exercises and develops all the mental faculties. 

RAPID AND ACCURATE IN ITS WORKINGS. 

gill its printtpUs .can It jinftctlj mastafr (it jalf an j)our. 

CAUSES DIRECT, PERMANENT ASSOCIATIONS. 

It is absolutely free from all artificial nonsense. 

Secures absolute attention. Mind-wandering cured. 

IT CONTAINS NOT A SINGLE USELESS FEATURE. 

Creates interest in the dullest studies. 

It naturally and permanently strengthens the memory, 
A Perfect Development of the Natural Memory. 

Perfectly Taught by Correspondence. 

liberal In€ii€#sa©^t^ to all wfe@> f@rsa €2®ff» 



Large Descriptive Pamphlet containing Endorsements of Prom- 
inent Educators, Professional Men and Students, sent free. 



THE MEMORY SCHOOL, 

i & 6 West 14th Street, New York City. 



catauogue; 



OF 



BOOKS 



•&' •&• 



FOH 



****************** 

Teachers. 

****************** 



STANDARD— 

Schoolroom Helps. 



Teachers' Publishing Co., 

6 Clinton Place, H. Y. 



DICTATION LESSONS. 




UtiKCStRt 



gg- Fifty Dictation 
Lessons in 
Language. 



'Dictation Exercises 

in 

LANGUAGE. 




By W. M. Giffin. 
id, 20 cents. 



Price, post- 
paid 

Fifty lessons, each lesson con- 
taining twenty dictations, one 
thousand in all. At the head of 
^ t . each lesson will be found appro- 
ves priate hints and suggestions for 
vV ^ using the dictations given below. 
The book tells the teacher just 
what to do and how to do it, and 
we feel confident that much time and labor can be saved 
if the exercises are conducted as here given. It is a new 
book, just from the press, and a beautiful specimen of the 
printer's art. 

Primary Dictation Cards. 

By A. B. Guilford. Price, 20 cents. 

The teaching of spelling through the medium of sen- 
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method in our best schools. Each one of the lessons con- 
tains some interesting facts about members of the animal 
kingdom. The reverse of each card contains a skeleton les- 
son for home work or for busy work in the class room, and 
is practically a review of the facts taught on the other side 
of the card. The Dictation cards may be used for supple- 
mentary reading if desired. Ten cards in a set. Each 
card contains two lessons : one the advance lessons, and 
the other a skeleton lesson in review. 

List of Subjects. Card 1 , lessons 1 and 2 — About Pussy's 
Feet. Card 2, lessons 3 and 4 — Pussy's Teeth and Tongue. 
Card 3, lessons 5 and 6 — Pussy's Eyes and Whiskers. Card 
4, lessons 7 and 8 — About the Dog. Card 5, lessons 9 and. 
10— More about Rover. Card 6, lessons 11 and 12 — The 
Eeindeer. Card 7, lessons 13 and 14 — The Horse. Card 
8, lessons 15 and 16— The Cow. Card 9, lessons 17 and 
18 -The Camel. Card 10, lessons 19 and 20— The Ele- 
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EXERCISES AND GAMES. 




Opening 



Exercises 
for Schools. 

By W. M. Giffin, A. M., 
Newark, N.J. Price, 2 sets. 

This book is outside the 
ordinary rut. 

We often see in school 
journals the questions (1) 
" How shall I prevent 
tardiness ? " .2) " Will you 
please tell me how to in- 
crease my attendance ? M 
(3) " Can you give a teacher 
of a country school any 
hints for conducting gen- 
eral exercises?" (4) "Do 
you know of any good 
biblical selections for school exercises?" Who has not 
seen just such questions time and again ? 

The purpose of this little book is to answer just such 
questions in as practical a way as possible. The book is 
arranged in three parts — Devotional Exercises, General Ex- 
ercises, Quotations and Suggestions. We are satisfied that it 
will meet the requirements of the most progressive teacher. 

Schoolroom Games and Exer- 

cises. By Elizabeth G. Bainbridge. Price, 75 cents. 

Teachers, parents, and scholars of all grades will welcome 
such a book as this, and every one will appreciate it. To 
see it is to buy it. The games can be used sometimes in 
opening exercises, or for M busy work "between recitations, 
or occasionally in place of a recess. In district schools, 
where children living far from the schoolhouse bring their 
lunches, these plays will make the noon hour pass quickly 
and pleasantly. — From the Preface. 

It contains thirteen different devices for awakening in- 
terest in geography and history ; forty- six in spelling and 
composition ; sixteen in arithmetic ; four in special hours 
and days ; six in calisthenics, and twenty-nine puzzles 
and problems, with key. 



MEMORY BOOKS. 



A Perfect Memory ; How to 



Attain It. Comprising the Practical Points of numerous 
Memory Systems ; with valuable hints for Strengthen- 
ing and Confirming the Memory ; with special chapter op 
How to Acquire Languages, by John Stuart Blackie. 
Lately revised and enlarged by John A. Shedd, author 
of " The Natural Memory Method.'' Printed on heavy 
laid paper ; engraved cover design ; cloth binding ; a 
beautiful specimen of the printer's art. Price 30 cents. 

Have you a good memory ? Can you recall names, dates, 
and incidents promptly and with little effort? Possibly 
your memory is poor, and you "forget easily." Thou- 
sands are troubled in this way. It w^ould help you greatly 
in your profession or business if you could "remember 
things " better, would it not ? A perfect memory is hard 
to attain, but yours can be greatly improved and strength- 
ened if you will give the matter some attention. How can 
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It is simple, practical, and easily understood. It is intended 
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anteeing a large sale, the price has been placed at a low 
figure— 30 cents per copy, postpaid. 

Little Pieces for Little People. 

Price, 15 cts. net. 

Teachers will find these selections an innovation. The 
senseless " What a Little Tot Am I " pieces have been care- 
fully omitted. The compiler evidently believes that the 
best material is not too good for the tenacious memory 
of childhood. The pieces are short, bright, fresh, and 
sparkling, and easily learned. Printed on heavy manilla 
and inclosed in strong envelope. Very attractive. We 
think you will like them. Second edition now ready. 
Note the price— only 15 cts. postpaid. 



BUSY WORK MATERIAL. 




\.^Aritkmetic 



Cards. 



Put up in neat, strong box, 
7x5 inches, with handsome 
cover. The cards are cut very 
accurately. The figures and 
signs were cast specially for 
this game. Price, 25 cents, 
net. 

These cards are for " busy 
work " in number, and may 
be used in a great variety 
of number games. Nearly 
800 figures, signs, and com- 
binations, printed on bright 
card-board, assorted colors. 
Each box contains all com- 
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less variety of combinations 
may be made up to one hun- 
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found incomparable, and at the same time the child will 
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set at a "task." The entire multiplication table can be 
arranged on the desk or table, and the combinations 
learned without conscious effort. 

Busy Work Alphabet Cards. 

The latest, largest, most complete, and cheapest box of 
alphabet cards now in the market. Price, 25 cents, net. 

Each box contains : 6 alphabets, capital letters ; 12 al- 
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The cards are each f -inch square, accurately cut, and so 
printed that when used in making sentences the capitals 
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These cards furnish profitable employment for little 
fingers during school hours. Pupils enjoy them. The 
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Note the low orice. 



REPRODUCTION STORIES. 




Stories for 
Composition 
and 
Language 



Exercises. 

Price, postpaid, 20 cents. 

Material for " composi- 
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stories is always in de- 
mand, and we present here 
in a neat and attractive 
form, one hundred care- 
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They consist of anecdotes, 
stories from the fables, 
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lent dictation exercises. 

MacLeod Reproduction Stories. 

^^ene^ofentuely^ievv'aiia^^ 
successful New York teacher. Printed on fine cardboard and 
inclosed in heavy manilla case. The three complete sets 
mailed to one address for only 25 cents. * * 

Set No. 1. Primary Grade. 

Twenty stories for pupils in the Primary Grade. 

Set No. 2. Intermediate Grade. 

Price, 10 cents net to teachers, postpaid. * * 
Twenty stories for pupils in Intermediate Grades. 

Set No. j. Grammar Grade. 

Price, 10 cents net to teachers, postpaid. * * 

Twenty stories for pupils in Grammar Grades. Many of 

these stories contain facts regarding Tea, Coffee, Cotton, 

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QUEST ION feOOKS. 




TOMMONW SCHOOL. 

NEWYoRK* 

You will find in it much curious 
riety of subjects. 

Practical Questions 



Questions 
with 
Answers. 



Wise, Witty, and Won- 
derful. By Wm. M. Gif~ 
fin. Price, 25 cents. 

One hundred queer, 
quaint, odd, curious 
questions, fully an- 
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add an interesting de- 
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afternoon exercises. The 
book affords rich ma- 
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history and geography, 
information on a great va- 



in 



Geog- 



raphy. By Lamont Stillwell, Principal of Franklin 

School, East Orange, N. J. Price, 25 cents. 
> Comprising over 3,500 questions, carefully selected and 
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important study. These questions are designed to be used 
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haustive IN SCOPE, MINUTE IN DETAIL, AND PE ACTIO AL IN 

nature. With their use there will be no need of ransacking 
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Stories from Pictures. 

A new aid in Language teaching. Prices — Sample dozen, 
10 cents ; ten dozen, 75 cents. 

Large sheets of paper, 7 x 10 inches, ruled on both sides. On 
the upper half of the first page is a picture of children at work 
or play — doing something. On each side of the picture a list 
of word* a*" 1 r>hrases to use in building the story is given. 



